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Promoting Teacher Reflection in Second Language Education

Thomas S. C. Farrell
€59.99
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Action Research Projects
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AR Project
Author_Thomas S. C. Farrell
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Brook Field
Career Critical Incident
Category1=Non-Fiction
Category=CFDM
Category=DS
Category=EBAL
Category=JNMT
Category=JNU
Chapter Refl Ections
Classroom Observations
classroom practice analysis
Communicative Language Approaches
Conduct Action Research Projects
COP=United Kingdom
Critical Incidents
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EFL professional development
EFL Student
EFL teachers
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ESL
ESL Teacher
ESL/EFL professional development
ESL/EFL teachers
ESLEFL professional development
ESLEFL teachers
instructional self-assessment
Jet Program
language teacher development
Language_English
Low Affective States
Macro Metaphors
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pedagogical reflection strategies
Price_€20 to €50
Professional Development
professional learning cycles
PS=Active
Refl Ective Moment
Refl Ective Observation
Refl Ective Tool
reflective framework for language educators
reflective practice
Reflective Practice Framework
reflective teaching
softlaunch
Systematic Refl Ections
Tally Sheet
teacher beliefs
teacher cognition research
Teacher Maxims
teacher practices
teacher reflection
TESOL
TESOL Professional
TESOL Teacher
Thomas S. C. Farrell

Product details

  • ISBN 9781138025042
  • Weight: 220g
  • Dimensions: 152 x 229mm
  • Publication Date: 12 Dec 2014
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
  • Language: English
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Description

Taking the concept and the practice of reflective teaching forward, this book introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced. The framework outlines five levels of reflective practice—Philosophy; Principles; Theory-of-Practice; Practice; Beyond Practice—and provides specific techniques for teachers to implement each level of reflection in their work. Designed to allow readers to take either a deductive approach, moving from theory-into-practice, or an inductive approach where they start from a practice-into-theory position, the framework can be used by teachers alone, in pairs, or in a group.

About Thomas S. C. Farrell

Thomas S. C. Farrell is Professor, Department of Applied Linguistics, Brock University, Canada.

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